Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement
Self archived versionfinal draft
MetadataShow full item record
CitationSointu Erkko T. Savolainen Hannu. Lappalainen Kristiina. Lambert Matthew C. (2016). Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement. Educational Psychology, 37 (4) , 457-467. 10.1080/01443410.2016.1165796.
Positive student–teacher relationships are related to students’ academic achievement and behavioural and emotional adjustment. How a student’s behavioural and emotional strengths are associated with these relationships and how the relationships influence students’ academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from Grade 5 to Grade 7. The results revealed that the parents rated behavioural and emotional strengths are stable over a 1-year (r = .78) and 2-year (r = .71) period and that students’ perceptions of student–teacher relationships demonstrated greater change over time (r’s = .54, .35). Behavioural and emotional strengths demonstrated a positive relationship with student–teacher relationships as well as academic achievement (β = .39, p < .01). Strengths were also indirectly associated with academic achievement via student–teacher relationships. Study limitations, implications and future research are discussed.
Subjectsbehavioural and emotional strengths student–teacher relationships academic achievement longitudinal modelling cross-lagged model
Link to the original itemhttp://dx.doi.org/10.1080/01443410.2016.1165796
PublisherInforma UK Limited
- Filosofinen tiedekunta